This study examines the motivation and anxiety experienced by EFL (English as a Foreign Language) students in learning to speak English. The research used a qualitative method with a case study approach to gain an in-depth understanding of the students’ experiences and perceptions. The population consisted of 140 English Department students at UIN AR RANIRY Banda Aceh, from which a sample of 6 students was selected for interviews. Data were gathered through structured interviews and analyzed using thematic analysis to identify patterns and themes in the participants’ responses. The findings revealed that student motivation is influenced by both internal and external factors. Internal factors include personal interest and enjoyment in speaking English, curiosity about the language, and self-confidence. Additionally, students are motivated by personal goals such as pursuing further education, working abroad, and establishing international relationships. External factors affecting motivation include supportive and inspiring teachers, the desire to emulate proficient English speakers, encouragement from family, and striving for higher social status. A structured learning environment and peer influence also contribute. On the other hand, students’ anxiety in speaking English mainly arises from psychological factors, such as low self-confidence and fear of making mistakes. This fear is worsened by concerns about negative judgment from peers regarding pronunciation or grammar errors, causing hesitation to communicate. Participants reported anxiety about public speaking, mental blocks, and fear of being laughed at for their mistakes, which directly hinder their speaking ability. The study concludes that low self-confidence, feelings of inadequacy, and comparisons to more proficient peers are the primary causes of anxiety. These findings align with previous research on foreign language anxiety and self-determination theory